Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Dividing Fractions

Content Area: Math
Grade Level(s): Fifth Grade
Content Standard Addressed:

MGSE.5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b).
a. Solve word problems involving division of whole numbers leading to answers in the form of fractions
or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
3
• Example: can be interpreted as “3 divided by 5 and as 3 shared by 5.”
5

Technology Standard Addressed:

Standard 1: Empowered Learner

Selected Online Project/Collaboration Site/Publishing Opportunity:

Dr. Math (Online Collaboration Site)

URL(s) to support the lesson:

http://mathforum.org/library/drmath/view/58812.html

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:

We are discussing dividing fractions. After learning about dividing fractions, students will take an
assessment to determine their comprehension after instruction. I will grade the quizzes by hand and only mark
the questions that were incorrect (if there are any) and give them feedback for 2 problem types that they
correctly solved. Teachers should give feedback about what students did correctly, so students understand
what they did right to refine their skill. After the quiz is given back, students will be given the opportunity to
review their quiz and notes to come up with 1-2 questions about anything they were confused about. For
students that received a 90-100% might not be confused so they might not be really confused about the
concept. These students can ask questions they might be curious about. As an early finisher activity, students
that already have questions will type their questions on the forum. The rest of the students will post. After this,
wait 2 weeks for responses.
The teacher will verify the accuracy of the responses before they formally allow students access. In the
meantime, students will look at the Dr. Math archive to see if their questions might have been addressed.
Sometimes a concept needs to be explained differently to be fully understood. Once the responses are in,
students will look for their questions and read the answers. Let the students know that some of the answers
may be lengthy. Teachers should allow students to copy the response and paste it in a Microsoft Word
document and read the document aloud. Teachers should post a discussion question through Kahoot!, Google
Forms, or Nearpod to ask students what new things they learned after they completed their dividing fractions
investigation.

What technologies would be required to implement this proposed learning activity in a classroom?

A device with internet access is needed to implement this learning activity.

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 Online Projects, Collaboration Sites and Publishing Opportunities
Describe how the following features are addressed in this learning experience (note: all of them may not be
addressed in the project, but most should be if you are reaching a high LoTi Level).
a. Collaboration with peers, near-peers, mentors outside their classroom and often beyond their
school: Students collaborate with their peers by viewing what questions their classmates have.
Students collaborate with mentors outside of the classroom and beyond because a person who is
knowledgeable about the topic answers these questions to the best of their ability. The teacher will
verify the accuracy of the responses before they formally allow students access.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): Students are learning by evaluating their knowledge of
the content. The students then ask questions they have about the content. The original data that will
be created is the question that a student asks the Dr. Math forum. The questions that are asked may
not be very original because they are referring to a math topic which are sometimes general.

c. Higher-order thinking: Students evaluate their understanding by reviewing their quiz and notes to see
what they have difficulty with. After this, they will create their questions. Students answering their
peers’ questions apply their knowledge by remembering what they understand about the concept to
assist each other.

d. Students publishing their original work to others who will use/care about their product: Students
are not publishing original work on this site because they are just asking questions to the public.

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☒ Level 1: Awareness ☒ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

• Engagement: Students are engaged when they reflect on their current understanding of dividing
fractions.
• Representation: Students ask questions about the content. Questions can be about what they do
not understand and/or what they are curious about.
• Action and Expression: Students review Dr. Math forum for answers to their questions and if they
come across a classmate’s question, they can answer it.

Lesson idea implementation and Internet Safety Policies:

To comply with district Internet Safety and Student Privacy policies, student names will not be used
for students to ask questions. They will use their classroom numbers instead. If someone else on the internet
used their number, I will have students place “D – and their classroom number” so I can see if their questions
were answered. For the free response discussion assigned by the teacher, names are kept private from
students.
Reflective Practice:

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 Online Projects, Collaboration Sites and Publishing Opportunities
This activity positively impacts student learning by having them reflect on their understanding. To
further extend the lesson, teachers can ask students to submit their questions on a Google Form, Kahoot! free
response, or Nearpod free response. The teacher can compile the responses to see what students asked. The
next day, the teacher will show to the question compilation to the class and collectively refer to Dr. Math for
explanations to help them address their confusions. On the last day of review, the teacher will reassess their
understanding of dividing fractions by differentiating assessments that address the questions each student
asked to see if their understanding improved.

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